Local and rural communities in developing countries are very often faced to the fact that awareness messages in social and behavior change process are designed and conveyed in the official language of the country. In Côte d’Ivoire, it is French. The approximate translations into local languages compromise the understanding of messages and give meanings that thwart the success of development initiatives within community. The current study is an empirical research that highlights translation constraints, in the designing of the national strategy of Islamic school integration in the national education system. The study puts in evidence the misunderstanding built and maintained by the translation of «école» and «integration» from French into Jula. The study uses direct participant observation and literature reviews.